A Comparison of the Effect of Flipped Classroom Teaching with lesson Study Method on Writing Creativity of Teacher Students in Creative Writing

One of the common goals of the education system worldwide is to make education more effective and more successful. Systematic and active learning methods are designed to achieve this educational goal; but proper use of this method in teaching the content of different courses is another issue that requires special research. The purpose of this study is to investigate the increase of student writing creativity in creative writing lessons before and after the independent variable and compare the results of teaching these two methods with the use of two constructivist methods flip classroom and lesson study.This research is a causal-comparative and quasi-experimental research with a practical purpose. The statistical population of this study consisted of students of elementary education teachers of Farhangian University of Mazandaran and the statistical sample is two 35 member - matched groups. Amongst genres of creative writing, four genres were selected in consultation with experts in the field. The elements of each genre were identified according to different sources and each element was weighted relative to its importance in the relevent genre. Writing in these four genres was received as pre-test and post-test in both groups and each element in the student writings was analyzed and graded from the perspective of Torrance's creativity criteria of fluidity, authenticity, flexibility and expansion. The results were analyzed by SPSS software. Comparison of the pre-test and post-test results in both groups showed that the flip class method and the research method showed a significant improvement in both groups. And comparing the two methods with each other showed that the research lesson had a significant effect on the creativity of the students' writing compared to the flip class.